Vegetables

Week 2

Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.
The topic/concept ‘Vegetables’ will be reinforced with some additional information about their appearance, colour, taste and texture. This will be done through conversation, questions and answers, fun activities, colouring and reading key words.

Listening and Speaking

Daily:

Total Physical response/warm-up exercise (to be done before every session)

Note to the teacher:
Refer to Week 1, Day 1 of the topic’s detailed asset.

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 1

Main Concept
(Teacher to discuss three/four vegetables per day)

Once all the children are quiet and settled, the teacher starts showing the flashcards of different vegetables one at a time. The teacher asks children to notice the different vegetables- their size, colour, smell and texture.

The points to be discussed while introducing common vegetables:
1. Common vegetables grow on the plant, above the ground.
2. We can go and pluck them from the plants.
3. The plants will continue to produce more vegetables.

Common vegetables:

The teacher shows the flash card of cucumber and says,’ This is cucumber’ and then asks ‘What is this?’ The children will repeat, “cucumber”.
The teacher tells the children that cucumbers can be eaten raw or cooked.
The teacher shows the flash card of beans and says, ‘These are beans’ and the children repeat the word ‘beans’.
The teacher tells the children there are many types of beans.
The teacher shows the flash card of potato and says, ‘This is potato’ and then asks ‘What is this?’ The children will respond, “potato”.
The teacher explains that vegetables are good for health and we should eat them to be healthy and strong. Vegetables have vitamins and minerals that are essential for maintaining a healthy body.
Similarly, the teacher will repeat the process with other vegetables.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Vegetables – Main Concept (Coming Soon)

ISL Video: Vegetables – Main Concept (Coming Soon)

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Note to the teacher:

All the children may be encouraged to name the fruits in the local language and English.
Teachers may use the Indian Sign Language (ISL) video to help the students with hearing impairment.
The teacher may encourage these students to answer the questions in class using sign language.

Day 2

The teacher revises the vegetables done on Day 1 and introduces the next set of common vegetables in the same manner as Day 1 – brinjal, lady’s finger, pumpkin, drumstick and tomato.

Brinjal is called the king of vegetables.
Lady’s finger is green and popularly called Bhindi in our country.
Drumstick has big seeds inside it.
Tomatoes are red and juicy.
Eating pumpkin is good for eyes.
Peas are tasty.

Post Teaching Activity (A few suggestions are provided; the teacher may ask many more appropriate leading questions):

Do you know that there are some vegetables that grow under the ground? Name some.
Possible answer: carrot, beetroot, radish, onion
Do you like to eat raw vegetables?
Possible answer: Yes/No
Why should you eat raw vegetables?
Possible Answer: We should eat raw vegetables because it is good for a healthy body.
Has your grandmother/mother asked you to eat raw carrots? Why?
Possible Answer: Yes, because they are good for our eyes.

Day 3

Root Vegetables

The teacher revises the vegetables done on the previous day and introduces the root vegetables.

The points to be discussed while introducing root vegetables:
1. Root vegetables grow under the ground.
2. The plant has to be pulled out to get the vegetables.

The teacher shows the flashcard of the carrot and says, “This is a carrot.” and then asks, “What is this?” The children will respond, ‘carrot.’
The teacher tells the children that carrots can be eaten raw or cooked.
The teacher shows the flashcard of a beetroot and says, “This is a beetroot.” and asks the children to say the vegetable name.
Similarly, the teacher will repeat the process with other vegetables.

Root vegetables that can be discussed in the class are listed for reference:

Carrot is a long, orange root vegetable.
Beetroot is red and rich in vitamins.
Radish is white. Both radish and carrot can be eaten raw or cooked.
Onions are easy to grow.

Day 4

Leafy Vegetables

The teacher revises the root vegetables done on the previous day and introduces the leafy vegetables.

The points to be discussed while introducing leafy vegetables:
1. Leafy vegetables are the leaves of the plants.
2. Most of the leafy vegetables are green.
3. They too are very good for health.

The teacher shows a flashcard of palak and says, “This is palak/spinach.” and then asks, “What is this?” The children will respond, ‘palak/spinach.’
The teacher tells the children that palak is a leafy green vegetable that is very healthy.
Similarly, the teacher will repeat the process with other leafy vegetables.

Leafy vegetables that can be discussed in the class are listed for reference:

Coriander is used to flavour dishes.
Palak/spinach is a leafy green vegetable that is very healthy.
Cauliflower looks like a flower but it is a leafy vegetable.
Eating cabbage is good for health and can be eaten raw or cooked.

Note to the teacher:

The teacher will repeat the process with all vegetables.
It is advisable to introduce only 2-3 vegetables on a given day.
A quick review of what was done on each day can be done through some leading questions. The topic of discussion could be on what children like to eat.

Post Teaching Activity (A few suggestions are provided. The teacher may ask many more appropriate leading questions):

Where do we buy vegetables?
Possible Answer: From a market.
Can you name any leafy vegetables you eat?
Possible Answer; Cabbage, Methi (The teacher can accept answers in their local language).
Why is it important to add leafy vegetables to your meals?
Possible Answer: Leafy vegetables are good and keep us healthy.

Home Assignment: Washing Vegetables and Fruits

Parents are sent a note on how and why to conduct the activity at home:

In this activity children learn to wash the fruits and vegetables after we buy them from the market, supermarket or garden. The more fruits and vegetables the better. We will need water, plus a bit of extra time so that the child can help with washing.

Make Washing Fruits and Vegetables a Learning Activity:

Fill the sink or a tub with clean, cool water for washing fruits and vegetables.
Make sure the child can reach the sink and see the fruits and vegetables.
Find a safe stool or step ladder (if needed) for the child to stand on.
Show the child how to wash a fruit or vegetable by dipping it into the water and gently rubbing the skin with his/her hands.
Take the fruit or vegetable out of the water and dry it.

Once the child understands what they’re doing, discuss why this process of washing is important and what might happen if we do not wash them before eating.

Points to discuss:
1. The vegetables/fruits may be dirty.
2. There may be some insects in the vegetables/fruits.
3. Chemicals might have been used to grow and keep the vegetables/fruits healthy.

Day 5

Game Time – Veggie hunt game

Note to the teacher:
The teacher can use flashcards or fresh vegetables and place them in places where children can easily reach. Children are shown a vegetable and asked to hop/walk/run to the place the vegetable is kept. A few samples are given below. The teacher can add more to this list. The teacher can repeat the same commands for the other vegetables.

Hop to brinjal.
Walk sideways to tomato.
Run to beans.
Walk on your toes to potato.
Walk on your heels to carrot.
Crawl to pumpkin.

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Main Concept – Naming Words

Introduce the Vegetable Name – Tomato and Brinjal

Content:
Vegetable names – Tomato, Brinjal, Cauliflower, Carrot, Radish, Peas, Drumstick, Potato, Spinach and Pumpkin.

Procedure:

When the students are seated comfortably in their places, the teacher explains that they are going to read the names of some vegetables.
The teacher will show the flash card of one vegetable first, and read the word, (example: Tomato). Students will repeat.
The teacher tells the vegetable name in the regional language too.
Then the teacher will introduce the next vegetable (Brinjal), following the same process.
The teacher will show one completed worksheet and distribute the colouring worksheet of Tomato and Brinjal.
The students will complete the worksheet as shown.

Note to the teacher:

It is advisable to introduce only 2 vegetables on a given day.
During the ‘Listening and Speaking session’, the teacher can discuss how these vegetables (Tomato and Brinjal) look, smell, taste and feel to touch.

Worksheets: Colour the vegetable Tomato and Brinjal (Coming Soon)

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.

Video: Introduce vegetable names Tomato & Brinjal (Coming Soon)

Refer to the Vegetable flashcards from LS Week 1 Day 5

Refer to the ‘Colour within the boundaries’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 2

Introduce Vegetable Names – Cauliflower & Carrot

Procedure:

Following the same procedure as the previous day, two more vegetables will be introduced.
The teacher will show the flashcard of one vegetable first, and read the word (example: cauliflower). Students will repeat.
The teacher tells the vegetable name in the regional language too.
Then the teacher will introduce the next vegetable (Carrot), following the same process.
The teacher will show one completed worksheet and distribute the colouring worksheet of Carrot and Cauliflower.
The students will complete the Cauliflower and Carrot colouring worksheet.

Worksheets: Colour the vegetable Cauliflower and Carrot (Coming Soon)

Day 3

Play ‘Passing the Parcel’ game with vegetable names written on the box.

Content: Vegetables – Tomato, Brinjal, Carrot, Cauliflower

Preparation for the Activity:

The teacher must take 4 medium-sized boxes, wrap the box with paper.
Stick one vegetable picture on one side of each box.
Then, write the respective vegetable name on the other side of each box.

Procedure:

The teacher makes the students sit in a circle. The teacher also sits in the circle.
The teacher picks up the first box and reads aloud the ‘vegetable name’ written on it.
The teacher will then pass on the box to the student sitting beside her/him.
The student also reads the ‘vegetable name’ aloud, then passes on the box to the peer sitting beside him/her. The game continues till the box reaches back to the teacher.
The teacher, then, takes the next box and continues the same process until the boxes with all the vegetable names are passed around, and read aloud by all the students.
The teacher can show one completed worksheet and then distribute, ‘Match the vegetable with their names’ worksheet.
Students will complete the worksheet as shown.

Worksheets: Match the Vegetables and their Names (Coming Soon)

Video: Passing the Parcel Game (Coming Soon)

ISL Video: Passing the Parcel Game (Coming Soon)

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 4

Introduce Vegetable Names – Radish and Potato

Following the same procedure as Day 2, two more vegetables will be introduced.
The teacher will show the flash card of one vegetable first, and read the name, (example: Radish). Students will repeat.
The teacher tells the vegetable name in the regional language too.
Then the teacher will introduce the next vegetable (Potato), following the same process.
The teacher can show one completed worksheet and distribute the colouring worksheet of Radish and Potato.
The students will complete the Radish and Potato colouring worksheet.

Worksheets: Colour the vegetable Radish and Potato (Coming Soon)

Refer to the ‘Colour within the boundaries’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 5

Introduce Vegetable Names – Drumstick and Pumpkin

Following the same procedure as the previous day, two more vegetables will be introduced.
The teacher will show the flash card of one vegetable first, and read the word (example: Drumstick). Students will repeat.
The teacher tells the vegetable name in the regional language too.
Then the teacher will introduce the next vegetable (Pumpkin), following the same process.
The teacher will show one completed worksheet and distribute the colouring worksheet of Drumstick and Pumpkin.
The students will complete the Drumstick and Pumpkin colouring worksheet as shown.

Worksheets: Colour the vegetable Drumstick and Pumpkin (Coming Soon)

Key knowledge the child will acquire: Students will identify and/or read a few vegetable names.

Refer to the ‘Colour within the boundaries’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Teacher Resource Document

View and Download

Source and Attribution of images
All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.